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Intervention: Lessons Learned
Kathlan LatimerEducation Programs Consultant
Mathematics and Science Leadership UnitCalifornia Department of Education
[email protected](916) 323-5252
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Write fifty-seven.507
Write six hundred forty-two.6004020
Write seven hundred fifty thousand, fifty-eight.
70050000508Sherman (20-
28)
Colin
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What does this student know?
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What does this student know?
Write numerals. Read number words. Write/read left to right. Recognize single digits.
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What doesn’t he know?
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What doesn’t he know?
Structure of place value system Positionality
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What is your response?
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Intervention Defined
Focused instruction to help students whose achievement is significantly below grade level in order to accelerate their learning to grade level.
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The Intervention Implementation Process
Features Design Implementation Materials Support
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Features
Focused instruction for students whose achievement is significantly below grade level in order to accelerate learning to grade level.
Targeted-Key below level understandings and skills
Flexible-Specific entry and exit criteria
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Assessments to monitor progress, provide feedback
-ongoing -specific
Systematic -regularly scheduled
-dedicated time
Features
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Features
Balanced• Mathematical reasoning threaded throughout
Misconceptions addressed
Practice that accelerates learning and facilitates acquisition of new concepts and procedures
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Mathematics Framework for California Public Schools
Appendix E: Balanced Prioritize concepts and skills taught Provide suggestions for monitoring Periodic assessments Provide engaging materials Require mathematical reasoning Reflects interests of students at current age
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State Board Adopted Intervention Programs for Grades 4-7
Publisher Program
Compass Learning, Inc. Odyssey Focus Math
Glencoe/McGraw-Hill California Math Triumphs
Harcourt School Publishers/Holt, Rinehart and Winston
California Fast Forward Math
iLearn, Inc. iPASS Math Intervention
Kaplan K-12 Learning Services, Momentum Math
Houghton Mifflin Learning Technology (formerly Riverdeep),
Destination Math California Intervention
SRA/McGraw-Hill SRA Number Worlds
Wright Group/McGraw-Hill Pinpoint
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Design
What’s your status quo?
-audit (informal/formal)
-Opportunities to learn variables analysis
-survey/self assessment Delivery Identifying students Matching materials
-Lens/Toolkit
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Opportunities to Learn
Content Exposure and Coverage
Content Emphasis
Quality of Instruction
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What’s your status quo?
For improved achievement:
effective instruction of standards-aligned core curriculum plus intervention for students in need
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Core At least 50-60 minutes 3 phase lesson
• Guided practice• Checking for understanding (CFU)
Formative Assessment Immediate remediation
• Error analysis• Content knowledge packets• Extensive tool bag of strategies and practices
Differentiation of instruction
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Three Phase Lesson Direct Instruction: 20% state learning objective CFU warm up/review (connect to prior learning) CFU
introduce/teach (direct instruction): model, discuss, demonstrate CFU
Guided Practice: 55% students follow teacher example CFU teacher gradually removes support CFU
Goal: move students to independent work CFUHow do you know when they are ready?When 80% or better are CONSISTENTLY correct.
CFU CFU CFU CFU CFU
Independent Practice: 20% Remediation = less need for intervention later CFU enrichment
Closure: 5% CFU
CFU, Checking For Understanding, at these points leads to more FOCUSED remediation later.
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Programs in support of core
Maintenance programsDaily review
Facts practice
Calendar programs
Homework correction/feedback
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Formative Assessment
Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
Council of Chief State School Officers
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InstructionalAssessment
Long-cycle Span: across units, terms Length: four weeks to one year
Medium-cycle Span: within and between teaching units Length: one to four weeks
Short-cycle Span: within and between lessons Length: day-by-day- 24 to 48 hours minute-by-minute- 5 seconds to 2 hours
Wiliam, Dylan, What Does Research Say the Benefits of Formative Assessment Are?
http://www.nctm.org/news/content.aspx?id=11466.
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Short Cycle Assessment
Teacher Collected Evidence: Whole group response Random questioning Target problems Ticket out the door 3-2-1 cards Warm up Daily quiz
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Wiliam, 2006
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Teacher Decisions
Adjustment points Evidence to collect Adjustment triggers
Transformative Assessment, Popham
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Student Adjustments
• Understand learning goals and criteria for success
• Self- and peer- assessment
• Using feedback
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National Math Panel on FA Based on its review of research, the Panel
recommends regular use of formative assessment, particularly for students in the elementary grades. These assessments need to provide information … (i.e., correlation of these measures with other measures of mathematics proficiency). For struggling students, frequent (e.g., weekly or biweekly) use of these assessments appears optimal, so that instruction can be adapted based on student progress.
• National Mathematics Panel, 2008
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Three Tiered Intervention: RTI
In this model key instructional decisions are based on assessment data.
Data is collected and analyzed for strategic planning of targeting instruction.
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Three Tiered Intervention: RTITier 1 All students receive core instruction prevention,
and/or remediation. Differentiating instruction to meet the needs of diverse learners
is a key consideration at this level. Universal screening in core academic areas to identify each student’s proficiency level (typically 3 times a year).
This data is used to 1) plan for the instructional needs of all students, 2) identify students who need extra support, and 3) determine whether the school’s instructional program is meeting the needs of the majority of students (80%).
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Tier 2
Struggling students receive strategic instruction in addition to core.
Students receive individualized interventions. Assessment information is collected in order to determine why a student is not developing at the same pace as their peers.
OR All students who show similar, predictable difficulties
systematically receive the same standard set of interventions. Assessment data is used to help teams form hypotheses for why a problem is occurring.
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Tier 3
Students receive intensive intervention. 1. Students show progress but need support not available in
general education in order to maintain this progress, OR 2. Students do not display meaningful progress in spite of the
intensive interventions. Students receive longer term, intensive instructional interventions designed to increase their rate of progress.
Special education eligibility might be considered at this level.
Information from the following source: National Association of State Directors of Special Education, Inc. (2005). Response to intervention: Policy considerations and implementation
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Sample Components of RTI Model: UT at Austin
Tier 1 Tier 2 Tier 3
Definition Core Support of core
Customized
Focus All Students with marked difficulties
Students with marked difficulties who haven’t responded to T-1 or T-2
Instruction Throughout the day
Additional
practice opportunity
Explicit, systematic intervention
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Tier 1 Tier 2 Tier 3
grouping Flexible Homogeneous, small group
Homogeneous, small group
Time 60-90 min 20-30 min 2-30 min
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http://sbcusd.k12.ca.us/new/24/uploads/Elementary%20Math%20Tiered%20Intervention%20Model.pdf
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Tier 1
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Tier 2
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Tier 3
http://
sbcusd.k12.ca.us/new/24/uploads/Elementary%20Math%20Tiered%20Intervention%20Model.pdf
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Delivery Decisions When?
• During day• Outside of day• Intersession/summer school
How much? How often?• Daily• ___sessions of ____minutes per week
Provided by whom?• Classroom teacher • Grade level/span• Specialists• Additional personnel
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Delivery Decisions
Where? • Implications for scheduling
• Room assignments How many?
• Small group
• Individual Grouping?
• Within class• leveling within a grade
• Leveling across grades
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Teacher Responses
Kindergarten (extended day or full day)
I hour twice weekly
swap: students move to leveled groups
Kindergarten (regular 3 hour schedule)
20 minutes, instructional aide and partner teacher assist with groups
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Teacher Responses First grade level teamStudents assessed on priority standardsIn leveled groups for 30 min, twice weeklyVolunteers assist in larger classes to allow small group for
intensive group Second grade level teamFlexible group pulled for additional 20 minutes daily based
on standards assessment Third grade level teamTeacher volunteers to pilot program for implementationSpecialist approach to instruction with software program for
additional work.
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Teacher Responses
Fifth grade
60 minute swap on Fridays
Reassessment each month
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School Responses
School wide implementation:• Designated in class time for intervention
• Leveled across grade span Agreement of program to implement
• 30 minutes daily
• Teachers swap or peel off group during class time Specialist pulls groups for intensive work Before/after school groups Intersession
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Identifying students Data driven What will be used? Administered how often?
CST District/school created
Teacher created Publisher created Teacher observations Target Groups
Strategic
Intensive
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Decisions on materials
State Board adopted 4-7 intervention materials
Toolkit K-3/research
• What Works Clearinghouse [www.w-w-c.org]
• K-12 Mathematics Diagnostic-Intervention Programs, Washington State Office of Superintendent of Public Instruction
[www.k12.wa.us/curriculuminstruction]
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Management
Implications for scheduling
room assignments, Changing groups Assessment data Keeping track
• SASI/attendance systems
Who keeps track?
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Implementation
Professional development-ongoing on materials-strategies
When?• Collaborative planning
• Academic conferences
• Grade level meetings
• Staff meetings
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Implementation
Piloting/buy in• Volunteers
• Broaden use
School wide small steps
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What This Means
Process: not an isolated add on Ongoing maintenance/reassessment of
needs Ongoing professional development No magic bullet Flexibility required
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Barriers
Time (additional minutes, common instructional time, scheduling)
Materials (determining needs, matching) Allowing for easy movement in/out of
groups What are the other kids doing?
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Solid core• Adjusted instruction
• Immediate remediation
Intervention• Targeted
• Limited time, exit/entry point
• In addition to core
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Next Steps
Raise questions.
Validate own process.
Provide direction for initial steps.
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References California Department of Education, Mathematics Framework for
California Public Schools, Sacramento, 2006.• Universal access• Appendix E
Curriculum and Instruction Steering Committee/Mathematics Subcommittee, Mathematics Toolkit: A Data Driven Review of Instructional Materials, California County Superintendents Education Services Association, 2007.
Garner, Betty, Getting to Got It! Helping Struggling Students Learn How to Learn, Association for Supervision and Curriculum Division, Alexandria, Virginia, 2007.
Ma, Liping, Knowing and Teaching Elementary Mathematics, Ehrlbaum, Mahwah, New Jersey, 1999.
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References Popham, W. James, Transformative Assessment, ASCD,
Alexandria,Virginia, 2008.
Tate, William, Access and Opportunities to Learn Are Not Accidents: Engineering Mathematical Progress in Your School, SERVE, 2005 [www.serve.org]
Sherman, Helene, Lloyd Richardson, and George Yard, Teaching Children who Struggle with Mathematics: A Systematic Approach to Analysis and Correction, Pearson Education, Upper Saddle River, New Jersey, 2005.
U.S. Department of Education, Foundations for Success: The Final Report of the National Mathematics Advisory Panel, 2008 [to order: www.ed.gov/pubs/edpubs.html].
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Resources for additional instructional strategies
Richardson, Kathy, Developing Number Concepts, Dale Seymour, New Jersey, 1999.
Van de Walle, John and Lou Ann Lovrin, Teaching Student-Centered Mathematics, Pearson, Boston, 2006.
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Contact info
Kathlan Latimer
Education Programs Consultant
Mathematics and Science Leadership Unit
California Department of Education
(916) 323-5252